Towards the Triad of Digital Literacy, Data Literacy and AI Literacy in Teacher Education – A Discussion in Light of the Accessibility of Novel Generative AI

Kreinsen, Moritz; Schulz, Sandra

doi:10.35542/osf.io/xguzk

Cited by 9 publications

(2 citation statements)

References 8 publications

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“…Blended, hybrid or multimodal teaching is now embedded language in education dialogues at all levels. Educational technologies and the increasing centrality of digital learning environments are transforming how higher education curricula are conceptualised and embodied, with recent societal and cultural impacts from the pandemic and generative AI only heightening the rate of change (Crawford et al 2020;Kreinsen & Schulz, 2023).…”

Section: Educational Approaches To Improving Students' Digital Capabi...mentioning

confidence: 99%

Digital fluency – a dynamic capability continuum

Cain,

Coldwell-Neilson

2024

AJET

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The impact of digital technologies on the ways people work, learn and live has been debated and researched for half a century. Digital literacy approaches have recurrently been the focus of educational and industry learning; however, current framings of digital literacy are not sufficient to support students’ digital capability development, nor do static digital literacies reflect the dynamic and contextual nature of digital capabilities. A digital capability continuum that fluidly moves between digital foundation skills, digital literacies and digital fluency is a more robust model for education. By unpacking the digital capability continuum and responding to both learning and curriculum paradigms, this paper expands on an earlier framework (Coldwell-Neilson, 2020), the decoding digital literacy framework, as well as building on our research and academic experiences, to inform higher education. A key agenda is that the higher education sector frames digital fluency as a mindset and an attitude. The model and framework underscore that capabilities need to be flexible and transferable across technologies, disciplines and the world of work.

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Section: Educational Approaches To Improving Students' Digital Capabi...mentioning

confidence: 99%

Digital fluency – a dynamic capability continuum

Cain,

Coldwell-Neilson

2024

AJET

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“…Moreover, employing AI and IoT technologies in health services could lead to educational difficulties concerning access to and proficiency in using technology, trust in technology, and adaptability to technology (9,10). Integrating ChatGPT and e-health literacy mandates integrating digital, data, and AI literacy skills (11). This necessitates that health service users, providers, and policymakers possess the skills and knowledge to utilize AI technologies in health services effectively.…”

Section: The Integration Of Chatgpt and E-health Literacymentioning

confidence: 99%

Integration of Chatgpt and E-Health Literacy: Opportunities, Challenges, and a Look Towards the Future

Coşkun,

Elmaoğlu,

Buran

et al. 2024

J Health Rep Technol

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Context: The integration of ChatGPT and e-health literacy, as an innovative approach to improving the accessibility and quality of healthcare services, offers the potential to strengthen access to health information and health decision-making. This integration helps individuals understand, analyze, and interpret health information more deeply while building a broad health profile. However, the potential risk of ChatGPT misdiagnosing diseases or providing inaccurate information could cause misleading guidance and prevent users from accessing information. Moreover, a ChatGPT-based system could restrict individuals' capacity to supervise and decipher their health records. Thus, while the integration of ChatGPT and e-health literacy holds promise to improve the accessibility and quality of health services, adverse aspects, such as the risk of providing misleading information and reducing user autonomy, should also be considered. Evidence Acquisition: This study provides insight into the potential, challenges, and prospects of integrating ChatGPT and e-health literacy into health services. Thus, the implication of the integration and the development of strategies for helping users better manage their health information can be explored in greater depth. Related articles on the topic were reviewed from the literature, and the results were interpreted. Results: The integration of ChatGPT with eHealth literacy harbors significant potential for substantially enhancing the accessibility and quality of health services. Using ChatGPT in health services can increase eHealth literacy, especially in health information access and health-related decision-making processes. Conclusions: In conclusion, the integration of ChatGPT and eHealth literacy carries considerable potential to improve the accessibility and quality of health services. This integration allows individuals to comprehend health data more efficiently and interpret the results more accurately.

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Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach

Dai

2024

Educ Inf Technol

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There is a growing consensus that AI literacy requires a holistic lens, including not only technical knowledge and skills but also social and ethical considerations. Yet, providing holistic AI education for upper-primary students remains challenging due to the abstract and complex nature of AI and a lack of pedagogical experiences in schools. Against this backdrop, this study employs a design-based research (DBR) methodology to develop pedagogical solutions and theoretical knowledge. Drawing upon theories about AI literacy and learning sciences, this study proposes a novel pedagogical approach, namely, the embodied constructionist approach. This approach, by integrating embodied analogies and constructionist making, forges a cyclical understand–make–reflect process. Through this process, students gradually comprehend the conceptual, technical, and ethical dimensions of AI, towards holistic development in AI literacy. This approach was implemented and fine-tuned in authentic classrooms with 107 sixth graders over two years. During the implementation, a variety of qualitative data were collected from classroom observation, video-recording, student interviews and artifacts, and debriefings with the teacher. Using a case studies method, this study uncovered the overall learning progress demonstrated by the class in AI knowledge, skills, and ethical and critical reflections, as well as the reflections and struggles experienced by individual students. This study offers an age-appropriate pedagogy to promote inclusive, holistic AI education in the crucial, yet under-examined upper primary context. It highlights the potential of integrating AI literacy and computational thinking (CT) in K-12 education, while contributing to theoretical knowledge about embodied cognition and constructionism in the context of AI education.

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Towards the Triad of Digital Literacy, Data Literacy and AI Literacy in Teacher Education – A Discussion in Light of the Accessibility of Novel Generative AI

Cited by 9 publications

References 8 publications

Digital fluency – a dynamic capability continuum

Digital fluency – a dynamic capability continuum

Integration of Chatgpt and E-Health Literacy: Opportunities, Challenges, and a Look Towards the Future

Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach

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